scholarly journals Comparison of Reading Speed Using Malay Unrelated Word Reading Chart with Standardized English Reading Charts

2015 ◽  
Vol 2 (3) ◽  
pp. 55-61
Author(s):  
Noor Halilah Buari ◽  
Mardiah Farhana Azizan ◽  
Ai-Hong Chen
Keyword(s):  
Word Reading ◽  
Reading Speed ◽  
Unrelated Word ◽  
English Reading ◽  
Reading Charts

scholarly journals Standardized ophthalmic tests for evaluating reading parameters: a brief historical review

2020 ◽  
Vol 13 (4) ◽  
pp. 47-55
Author(s):  
Sergey Alekseevich Koskin ◽  
Ivan Ruslanovich Stepanets
Keyword(s):  
Standardized Tests ◽  
Word Reading ◽  
Reading Speed ◽  
Age Groups ◽  
Historical Review ◽  
Reading Acuity ◽  
Reading Charts ◽  
Success Of Treatment ◽  
Salzburg Reading Desk

In the review, the analysis of the most common ophthalmic standardized tests for evaluating reading was carried out: BaileyLovie Word Reading Charts, MNREAD Acuity Chart, Radner reading chart, SmithKettlewell Reading Test (SKread), IReST, Salzburg Reading Desk, Ramulu test, Radner paragraph optotypes, Balsam AlabdulkaderLeat (BAL) chart, Chinese Reading Acuity Charts (C-READ), chart for reading threshold and reading speed evaluation by T.S. Egorova. The following parameters were considered: maximum reading speed, reading threshold, reading acuity, reading accessibility index, threshold reading speed. Recovering the ability to read fluently is one of the criteria for assessing the success of treatment, as well as quality of life for patients of various age groups

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals Experimental Research on English Reading Behavior Based on E-Prime System

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Zhu Feng
Keyword(s):  
Reading Time ◽  
Reading Speed ◽  
Generation System ◽  
Chinese College Students ◽  
English Reading ◽  
Detection Technology ◽  
Sentence Level ◽  
Prime System ◽  
Adverbial Clauses ◽  
Reading Teaching

Guided by the framework of structural construction and based on the E-Prime experimental generation system, the reading time method and detection technology are used to investigate the differences of reading comprehension between conditional adverbial clauses which presented by two ways — preposition and postposition among native Chinese college students. It is found that there are significant differences in reading time and understanding between the preposition and postposition of conditional adverbial clauses in English reading. The results show that both at the sentence level and at the text level, the postposition structure is more difficult to characterize than the preposition structure, which affects the reading speed and the accuracy of understanding. The study aims to improve English reading teaching.

scholarly journals The influence of word frequency on word reading speed when individuals with macular diseases read text

2019 ◽  
Vol 155 ◽  
pp. 1-10 ◽  
Author(s):  
Natacha Stolowy ◽  
Aurélie Calabrèse ◽  
Lauren Sauvan ◽  
Carlos Aguilar ◽  
Thomas François ◽  
...  
Keyword(s):  
Word Frequency ◽  
Word Reading ◽  
Reading Speed ◽  
Macular Diseases

scholarly journals Erratum to: Improving word reading speed: individual differences interact with a training focus on successes or failures

2012 ◽  
Vol 25 (9) ◽  
pp. 2315-2318
Author(s):  
Esther G. Steenbeek-Planting ◽  
Wim H. J. van Bon ◽  
Robert Schreuder
Keyword(s):  
Individual Differences ◽  
Word Reading ◽  
Reading Speed

scholarly journals Comparison of reading speed with 3 different log-scaled reading charts

2014 ◽  
Vol 7 (4) ◽  
pp. 210-216 ◽  
Author(s):  
Noor Halilah Buari ◽  
Ai-Hong Chen ◽  
Nuraini Musa
Keyword(s):  
Reading Speed ◽  
Reading Charts

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals Reading in English as a Foreign language: Examining differences in reading speed, comprehension, efficacy and L1 cross-linguistic influence across grades

2018 ◽  
Author(s):  
Àngels Llanes Baró
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Reading Speed ◽  
First Language ◽  
L2 Reading ◽  
English Reading ◽  
Fluency And Comprehension ◽  
Highly Correlated ◽  
Study Participants ◽  
L1 And L2

Reading in a second or foreign language (L2) is a more complicated process than reading in one's first language because it requires additional demands on the reader. Reading can be assessed from various domains. Reading fluency is known to be the most determining domain to identify reading problems (Rasinski, 2000). However, the goal of reading is comprehending a text, so comprehension should not be disregarded either. Despite the importance of reading in an L2, few studies have focused on examining its effects. The goal of the present study is threefold: first, to provide the estimates of L2 English reading rates of L1 Catalan/Spanish students of different ages and grades; second, to examine whether there are significant differences between participants of different grades in terms of reading rates, comprehension and efficacy; and third, to explore whether the students' reading rates in the L1 are correlated with their L2 reading rates and if so, the extent to which L1 reading rates explain L2 reading rates. 790 Catalan/Spanish learners of English participated in the present study. Participants were from 5th grade primary (age 12) to 2nd baccalaureate (age 18). They were asked to read two texts, one in English and the other one in their L1 (they could choose between Catalan or Spanish). They were asked to answer 7 multiple-choice comprehension questions after reading each text. Next, their scores on fluency (words read per minute), comprehension (percentage of comprehended text) and efficacy (a formula that integrates speed and comprehension) were obtained. Results show that reading fluency and comprehension are not linear and that they do not necessarily improve over time. Results also show that L1 and L2 reading fluency rates are highly correlated and that L1 reading rates explain a large percentage of L2 reading rates.

Sign in / Sign up

Export Citation Format

Share Document